Epidemiology 101 should be conceptual rather than technical so that the underlying methods are apparent to a broad range of students. For example, the course might employ stratification rather than regression methods to illustrate adjustment for confounding, because the emphasis is on active engagement and ensuring an intuitive and clear understanding of key principles. Epidemiology 101 should stress learning outcomes that are part of the broader LEAP aims of general and liberal education, including ethical reasoning—such as the ethical expectations of randomized clinical trials, teamwork for problem solving, integration of learning, and skills for lifelong learning. These goals are compatible.
